A significant theme that emerged from our interviews concerns the beliefs and philosophies that undergird multimodal assignments. As a scholar who values theory, I noticed that our conversation about multimodal pedagogies also revealed a deep way of thinking about multimodality. Alice Myatt, for instance, explains the need to introduce students to all modalities from the beginning of the course, and to discuss the differences between modes. Similarly, Claire Lauer draws attention to how meaning is shaped in different modes. Scott Dewitt reiterates the relationship between different modes, and rhetorical contexts that demand a particular mode.
Cindy Selfe and Megan Faver Hartline situated multimodality in the context of community engagement. In this way, multimodality becomes a way of engaging with concrete contexts, and real audiences.